This book has brought many important inspirations to my mathematics teaching, and made me constantly think about how to effectively carry out mathematics education and teaching.
First, turn mathematics knowledge into educational form.
As the saying goes, if you give a student a glass of water, the teacher should have a bucket of water. But how to pour this bucket of water is very important. If it doesn't come out, even if there is a bucket of water and a spring, it is in vain.
The process of teachers pouring water is the process of transforming the academic form of knowledge into the educational form. In fact, some teachers have a lot of things in their stomachs, but they can't "pour" them out, so they are not accepted and recognized by students; Some teachers are very good at expressing, explaining things in simple terms, and giving their best words, which are deeply liked by students.
Therefore, in the teaching of mathematics teachers, how to transform mathematics knowledge into educational form so that students can understand, love and want to listen is a problem worthy of serious consideration.
Professor Zhang Dianzhou pointed out: "The transformation of mathematical knowledge into educational form depends on the in-depth understanding of mathematics and the integration of humanistic spirit. Poor understanding of mathematics, guilty conscience, boring class. Lack of humanistic accomplishment, only practicality, no literary talent. The profound mathematical culture turned into a dry dogma, and students were uninterested in learning and eventually became slaves to the exam. "
Mathematics teachers must be good at transforming the academic form of mathematics knowledge into the educational form through the above two efforts in order to gain a firm foothold on the podium.
Second, change "cold beauty" into "hot thinking"
In the first math class this semester, I made a simple "math knowledge" survey. As a result, all the students said that mathematics was difficult, and many students said that mathematics knowledge was boring.
Yes, mathematics presents all kinds of mathematical terms, symbols and figures we see, which are boring and "cold beauty", but what mathematics makes us invisible is its "hot thinking".
How to guide and inspire students to "think passionately" and then feel the "cold beauty" of mathematics is an urgent problem to be solved.
Freudenthal, a famous mathematical educator, said: "No mathematical thought is published in the way that it was discovered. After a problem is solved, it develops into a formal skill accordingly. As a result, the solution process is put on hold, making the fiery invention cold and beautiful. "
The presentation of textbooks and the academic form of mathematics knowledge are both "cold beauty", and teachers should transform them into educational forms, that is, show the "fiery thinking" of mathematics.
"The task of the math teacher is to return to the original ... and restore the fiery thinking of mathematicians when they invented and created. Only after thinking can we finally understand this cold beauty. "
Third, avoid "demathematization"
Some math classes look wonderful, the use of multimedia technology is dazzling, and various student activities are overwhelming. A class is visually "lively", but it feels like something is missing. What's the problem? "De-theming".
The quality of mathematics classroom should be based on whether students can learn mathematics well, and educational means must serve the content of mathematics.
The value of independent existence of mathematics education discipline should be to provide specific regular knowledge for general education. The core of mathematics teaching design should embody "the essence of mathematics" and "returning to nature", present the unique "educational form" of mathematics, and let students "understand and experience the value and charm of mathematics with high efficiency and high quality".
Mathematics education should "explore the essence of mathematics more and preach less".
As a middle school mathematics teacher, only by adhering to the above points in teaching practice can we change students' understanding of mathematics and achieve remarkable results in mathematics teaching.